NINR offers grants to individuals at all points in their career, from early investigators to established scientists. NINR grants also support small businesses and research centers. Learn how nursing research is paving the way to improve patient outcomes. Highlights of recent research accomplishments from the community of NINR-supported scientists across the U. A campaign to increase the use of palliative care for children and teens living with serious illnesses.
Here's how you know. Some faculty development programs and training opportunities are offered through universities and professional organizations, such as the AACN and the NLN. Additionally, the NLN offers a certification program for nurse educators, who can publically confirm knowledge in the areas of pedagogy, learning, and the complex encounter between educator and student. This certification program can provide a basis for innovation and the continuous quality improvement of nursing education.
Turn recording back on. National Center for Biotechnology Information , U. Search term. Overview of Current Undergraduate Education Educational Pathways Nursing is unique among the health care professions in the United States in that it has multiple educational pathways leading to an entry-level license to practice see the annexes to Chapter 1 and Appendix E.
Costs of Nursing Education Although a limited number of educational grants and scholarships are available, most of individuals seeking nursing education must finance their own education at any level of preparation. Why More BSN-Prepared Nurses Are Needed The qualifications and level of education required for entry into the nursing profession have been widely debated by nurses, nursing organizations, academics, and a host of other stakeholders for more than 40 years NLN, The Role of Community Colleges Community colleges play a key role in attracting students to the nursing education pipeline.
Barriers to Meeting Undergraduate Educational Needs Although the committee believes the capacity needed to ensure a nursing workforce that is 80 percent BSN-prepared by can be attained using the approaches outlined above, getting there will not be easy. Aging and Shortage of Nursing Faculty There are not enough nursing faculty to teach the current number of nursing students, let alone the number of qualified applicants who wish to pursue nursing.
FIGURE Distribution of the registered nurse population by highest nursing or nursing-related educational preparation, — NOTES: The totals in each bar may not equal the estimated numbers for RNs in each survey year because of incomplete information more Insufficient Clinical Placement Opportunities As nursing education has moved out of hospital-based programs and into mainstream colleges and universities, integrating opportunities for clinical experience into coursework has become more difficult Cronenwett, Need for Updated and Adaptive Curricula A look at the way nursing students are educated at the prelicensure level 11 shows that most schools are not providing enough nurses with the required competencies in such areas as geriatrics and culturally relevant care to meet the changing health needs of the U.
Research Roles Graduate-level education produces nurses who can assume roles in advanced practice, leadership, teaching, and research. Research on Nursing Education At no time in recent history has there been a greater need for research on nursing education. Research on Nursing Science The expansion of knowledge about the science of nursing is key to providing better patient care, improving health, and evaluating outcomes. Defining Core Competencies The value of competency-based education in nursing is that it can be strongly linked to clinically based performance expectations.
Assessing Competencies Changes in the way competencies are assessed are also needed. Lifelong Learning and Continuing Competence Many professions, such as nursing, that depend heavily on knowledge are becoming increasingly technical and complex The Lewin Group, From Continuing Education to Continuing Competence Nurses, physicians, and other health professionals have long depended on continuing education programs to maintain and develop new competencies over the course of their careers.
Interprofessional Education The importance of interprofessional collaboration and education has been recognized since the s Alberto and Herth, Racial and Ethnic Diversity Although the composition of the nursing student body is more racially and ethnically diverse than that of the current workforce, diversity continues to be a challenge.
Gender Diversity As noted in Chapter 3 , the nursing workforce historically has been composed predominantly of women. Carondolet Health Network The Carondolet Health Network of Tucson, Arizona, is an example of how employers can offer educational benefits that improve both patient outcomes and the bottom line. Enrollment and graduations in bac calaureate and graduate programs in nursing, Enrollment and graduations in baccalaureate and graduate programs in nursing, The essentials of baccalaureate education for professional nursing practice.
Advancing higher education in nursing: annual report. Student enrollment expands at U. Nursing colleges and universities for the 9th year despite financial challenges and capacity restraints. Education policy: New policy statement from the Tri-Council for Nursing on the educational advancement of registered nurses. Enhancing diversity in the nursing workforce: Fact sheet updated March The impact of education on nursing practice. Lifelong learning in medicine and nursing: Final conference report.
Hartford Foundation Institute for Geriatric Nursing. Older adults: Recommended baccalaureate competencies and curricular guidelines for geriatric nursing care. Preparation and roles of nursing care providers in America.
Aiken, L. Nursing education policy priorities. Clarke, R. Cheung, D. Sloane, and J. Educational levels of hospital nurses and surgical patient mortality. JAMA 12 Cheung, and D. Education policy initiatives to address the nurse shortage in the United States. Health Affairs 28 4 :ww Alberto, J.
Interprofessional collaboration within faculty roles: Teaching, service, and research. Allan, J. A systematic assessment of strategies to address the nursing faculty shortage, U. Nursing Outlook 56 6 Stanley, M. Crabtree, K. Werner, and M. Clinical prevention and population health curriculum framework: The nursing perspective. Journal of Professional Nursing 21 5 Letter to certified nurse-midwives and certi fied midwives from B. Graves, president, AMCB. Adult nurse practitioner certification eligi bility criteria.
ANCC nurse certification. Clinical nurse specialist in adult health certification eligibility criteria. Quad council PHN com petencies. Barr, H. Interprofessional education today, yesterday and tomorrow: A review. Koppel, S. Reeves, M. Hammick, and D. Oxford, England: Blackwell Publishing, Ltd. Baxter, P. Nurse Education in Practice Benner, P. Sutphen, V. Leonard, and L. Educating nurses: A call for radical transfor mation.
Berlin, L. The shortage of doctorally prepared nursing faculty: A dire situation. Nursing Outlook 50 2 Bevill, J. Cleary, L. Lacey, and J. A report on the first study to longitudinally examine educational mobility among nurses. American Journal of Nursing 5 ; quiz Blegen, M. Vaughn, and C. Nurse experience and education: Effect on quality of care. Journal of Nursing Administration 31 1 Bovjberg, R. The nursing workforce challenge: Public policy for a dynamic and complex market.
Washington, DC: Urban Institute. Broome, M. Building the science for nursing education: Vision or improbable dream. Nurs ing Outlook 57 4 Carraccio, C. Wolfsthal, R. Englander, K. Ferentz, and C. Shifting paradigms: From Flexner to competencies. Academic Medicine 77 5 Standards for accreditation of bac calaureate and graduate degree nursing programs. Cleary, B. McBride, M. McClure, and S. Expanding the capacity of nursing education.
Coffman, J. Rosenoff, and K. Health Affairs 20 3 Cronenwett, L. The future of nursing education. Partners in action: Nursing education and nursing practice. Journal of Nursing Administration 33 3 Sherwood, J. Barnsteiner, J. Disch, J. Johnson, and P. Quality and safety education for nurses.
Nursing Outlook 55 3 DeLunas, L. A new model for the clinical instruction of undergraduate nursing students. Nursing Education Perspectives 30 6 Duchscher, J. Critical thinking: Perceptions of newly graduated female baccalaureate nurses. Journal of Nursing Education 42 1 Erickson, H. Concept-based curriculum and instruction: Teaching beyond the facts.
Estabrooks, C. Midodzi, G. Cummings, K. Ricker, and P. The impact of hospital nursing characteristics on day mortality. Nursing Research 54 2 Fagin, C. Institutionalizing faculty practice. Nursing Outlook 34 3 Florida Center for Nursing. Friese, C. Lake, L.
Aiken, J. Silber, and J. Hospital nurse practice environments and outcomes for surgical oncology patients. Health Services Research 43 4 Gilliss, C. Nursing education: Leading into the future. Gonyea, M. Assessing resource requirements and financing for health professions education. In Mission management: A new synthesis , edited by E. Rubin, editor. Goode, C. Pinkerton, M. McCausland, P. Southard, R. Graham, and C. Journal of Nursing Ad ministration 31 2 Gubrud-Howe, P.
Shaver, C. Tanner, J. Bennett-Stillmaker, S. Davidson, M. Flaherty-Robb, K. Goudreau, L. Hardham, C. Hayden, S. Hendy, S. Omel, K. Potempa, L. Shores, S. Theis, and P. A challenge to meet the future: Nursing education in Oregon, Journal of Nursing Education 42 4 Harden, R. Developments in outcome-based education. Medical Teacher 24 2 Harder, B. Use of simulation in teaching and learning in health sciences: A systematic review. Journal of Nursing Education 49 1 Supply, demand, and use of licensed practical nurses.
IOM Institute of Medicine. Health professions education: A bridge to quality. Redesigning continuing education in the health professions. Ironside, P. Journal of Nursing Education 43 1 The Kaiser Family Foundation—statehealthfacts.
Distribution of medical school graduates by gender, Kovner, C. The nursing career process from application through the first 2 years of employment. Journal of Professional Nursing 25 4 Fairchild, and L.
Nurse educators A report of the faculty census survey of RN and graduate programs. Brewer, S. Yingrengreung, and S. Kowalski, K. Horner, K. Carroll, D. Center, K. Foss, and S. Nursing clinical faculty revisited: The benefits of developing staff nurses as clinical scholars.
Journal of Continuing Education in Nursing Kreulen, G. Bednarz, T. Wehrwein, and J. Clinical education partnership: A model for school district and college of nursing collaboration. The Jour n al of Schoo l Nursing 24 6 Kruger, B. Roush, B. Olinzock, and K. Engaging nursing students in long-term relationships with a home-base community.
Lane, A. Battle of degrees heats up: Universities, community colleges spar over four-year pro grams. Lasater, K. The Lewin Group. Wisdom at work: Retaining experienced RNs and their knowledge—case studies of top performing organizations.
Falls Church, VA. Lynaugh, J. Kate Hurd-Mead lecture. Nursing the great society: The impact of the Nurse Training Act of Nursing History Review American nursing: From hospitals to health systems. Cambridge, MA and Oxford, U.
Manno, B. Vocabulary lesson: Cost, price, and subsidy in American higher education. Busi ness Officer 31 10 Mather, M. The crossover in female-male college enrollment rates. McNelis, A. National survey on clinical education in prelicensure nursing education programs. In Clinical nursing education: Current reflections , edited by N. Ard, editor; and T. Valiga, editor. New York: National League for Nursing.
Report to the Congress: Improving incen tives in the Medicare program. Minority Fellowship Program. Mitchell, P. The interview was an extension of the essay.
At the interview, the principal investigator further described the positions, provided a detailed overview of the grant, and had the opportunity to gain a better understanding of the student candidates.
The students were encouraged to ask questions to further understand the expectations of the prospective opportunity. The interview also provided the students with increased exposure to the study's goal and more familiarization with the expectations of the funded positions.
After the interview process was completed, two individuals were selected, per the grant specifications. The selected individuals described the interview process as a positive experience that helped solidify their desire to become involved in the research study. The principal investigator emphasized that this job opportunity was designed to be a learning experience in which the students would be guided through the entire research study process and become members of a multidisciplinary team.
Time responsibilities for each student included approximately 6 hours per week. The principal investigator communicated clearly that the nursing baccalaureate program was the first priority for the students, and thus provided a flexible work schedule. The students began working in early april The first step in the work experience included 6 weeks of funded orientation. This was their first exposure to the research process; thus, it was important for the students to be provided with a strong foundation.
Orientation included attending a team meeting and being introduced to the members of the multidisciplinary team i. Reviewing the grant gave the students a better understanding of the specific aims and objectives of the study and the intended procedures of the genetic laboratory work in which the students would be involved.
The complexity of the grant required the principal investigator to further explain and clarify specific details. The CITI program was presented in a tutorial format, and satisfactory completion of numerous quizzes was required. The task was tedious and time consuming, but valuable and essential, as it increased the awareness of the established codes of conduct for research. At the conclusion of the CITI training, the students understood the necessary policies and procedures for maintaining security and confidentiality of human subjects, the legal and ethical issues regarding the research process, and the essential procedures for research conduct.
Although the students had a basic understanding of genetics, they completed the Roche Genetics Education Program to gain a deeper understanding. The program was direct and easy to navigate and was excellent for all learning styles, as it contained both visual and auditory explanations. The explanations covered both basic and complex genetic concepts. Through the use of the genetics program, the students were able to comprehend abstract genetic details and to further understand the importance and influence of genetics on personal health.
To conclude the orientation process, students were taught basic laboratory procedures, such as polymerase chain reaction and restrictive enzyme digestion, which were used to perform genotyping for the study. After these procedures had been observed several times, the students were given the opportunity to acquire hands-on experience with these laboratory techniques.
Each of these components of the orientation process provided the students with the needed foundation for becoming involved in the research study. After approximately 2 months of orientation, the students were ready to begin working in the genetics laboratory. One of the primary responsibilities of the students would be to further learn and become confident with genotyping techniques.
The laboratory was shared among research personnel of several funded studies, with various research experiments being conducted concurrently.
The students, under the supervision of the principal investigator and geneticist H. The students maintained a daily log describing the laboratory genotyping procedures and experiments, and these logs were reviewed at team meetings. Although the actual procedure for polymerase chain reaction seemed straightforward, the students quickly learned that quality control must be used.
Sometimes during genotyping, the DNA samples did not produce results. The students discovered that there are numerous contributing factors to successful polymerase chain reaction, such as quality of DNA templates, primer specifications, temperature settings, gel conditions, pipette measuring accuracy, and general laboratory techniques.
Even the slightest error could result in permanent DNA sample loss, major experiment failure, or DNA sample contamination. The students met with the research team members frequently to discuss and troubleshoot potential solutions and problem solve techniques that would foster improving the success rate and productivity of the genotyping.
From the laboratory experience, the students learned that every detail must be considered and addressed precisely and meticulously when conducting experiments. Sometimes the process became frustrating, but the students soon discovered that patience and persistence were the most important attributes for a laboratory researcher to possess.
The laboratory experience was an excellent hands-on learning opportunity. The students no longer viewed research as strictly information gathered from a journal or textbook, but rather as a physical act that required extreme concentration, dedication, and determination. After spending numerous months in the laboratory performing the required genotyping, the students had the opportunity to be exposed to another role of a nurse researcher.
They performed literature reviews regarding the study. Although the students had written papers in their nursing school program that required literature citations, they were not familiar with all of the library resources available to them.
In no time, the students learned which library and online resources had the most validity and what would be the most relevant to their study. The literature search results provided the students and principal investigator with information on new studies that had been conducted on gene-environment interactions regarding tobacco smoke exposure and cardiovascular disease.
From the literature review experience, the students learned the importance of being selective and time efficient. Often when a search was first begun, thousands of articles were listed, but the students learned the importance of narrowing the searches to the specific areas of focus. After the students completed their searches, they met with the principal investigator, who provided direction on the articles identified as the most relevant to the study.
The students continued working with the principal investigator during data review, analysis, and preparation of dissemination of the results i.
0コメント